Cross cultural comparison: the introduction of new technology with postgraduate students in Hong Kong and the United Kingdom

Universities in the United Kingdom are developing collaborations with partners in the East often resulting in academic staff, with little understanding of Eastern cultures, imposing Western designed Virtual Learning Environments (VLEs) and lacking consideration of the learning styles and educational experiences of Eastern students. This paper discusses how the School of Education at Nottingham Trent University (NTU), delivering a Professional Doctorate course collaboratively with a University in Hong Kong has identified and is starting to solve some of the emerging challenges. A literature search revealed no specific guidance to academics in relation to this area of practice although there is literature relating to cultural differences in learning and teaching (Hofstede, 1985), differences in personal theories of learning and constructs for international students (Brown, 2004) and challenges in studying in a second language identified by Maclean and Ransome (2005). Initial engagement with the VLE by Hong Kong students was almost non-existent. Data collected via observations of the use of the VLE by Hong Kong students through metrics available via the VLE’s software and interviews with students were carried out and analyzed thematically. Emerging themes include design and presentation of online course materials, use of images, format and layout. This paper addresses how the research impacts on the design of the VLE, the successes and challenges faced by the teaching team and how the changes made to the VLE are engaging the students

Managing e-Learning: what are the real implications for schools?

This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact e-learning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

Electrical continuity scanner facilitates identification of wires for soldering to connectors

Electrical continuity scanner automatically scans 50 wires in 2 seconds to correlate all wires in a circuit with their respective known ends. Modifications made to the basic plan provide circuitry for scanning up to 250 wires